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Journal of Pedagogical and Teacher Professional Development
Published by Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember
ISSN : -     EISSN : 30893798     DOI : -
Core Subject : Education,
Education Other
The Journal of Pedagogical and Teacher Professional Development aims to bridge the gap between practice and research by providing a platform for sharing information, views, opinions, and insights on teacher training programs, teaching methodologies, educational theories, classroom management strategies, curriculum development, and professional growth initiatives for educators. As a global publication, it welcomes submissions from around the world, with a primary focus on advancing pedagogical practices and teacher professional development. The journal also encourages research that explores the integration of these areas with other disciplines, such as STEM, geography, environmental studies, social sciences, and the arts. It seeks to publish articles that contribute to and expand our understanding of these topics, emphasizing innovative and unique research over the mere replication of existing studies. Submissions that do not align with these focuses will not be considered for publication.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 72 Documents
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Peningkatan Pemahaman Hukum Bacaan Alif Lam Syamsiyah dan Alif Lam Qamariyah melalui Metode Praktik Langsung Dipadukan dengan Media Audiovisual dalam Mengoptimalkan Kemampuan Membaca Al-Qur’an Siswa Sri Maulizar; Azmil Hasan Lubis; Usman Usman
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.964

Abstract

Pemahaman yang baik terhadap hukum bacaan Alif Lam Syamsiyah dan Alif Lam Qamariyah merupakan aspek penting dalam meningkatkan keterampilan membaca Al-Qur’an. Namun, masih banyak siswa yang mengalami kesulitan dalam mengenali dan menerapkan hukum bacaan tersebut. Penelitian ini bertujuan untuk meningkatkan pemahaman siswa mengenai hukum bacaan Alif Lam Syamsiyah dan Alif Lam Qamariyah melalui penerapan metode pembelajaran berbasis praktik yang dipadukan dengan media audiovisual. Penelitian menggunakan desain penelitian tindakan kelas yang dilaksanakan dalam dua siklus, melibatkan tujuh siswa kelas VII SMP Negeri 3 Kaway XVI, Kabupaten Aceh Barat. Data diperoleh melalui tes tertulis, tes praktik membaca Al-Qur’an, dan observasi keterlibatan siswa. Hasil penelitian menunjukkan peningkatan pemahaman yang signifikan. Pada pra-siklus, hanya 5 siswa yang memperoleh nilai ≥80; pada siklus I, seluruh siswa mencapai nilai ≥80 dengan rata-rata 90,48; sedangkan pada siklus II, seluruh siswa memperoleh nilai di atas 90 dengan rata-rata 98,09. Analisis korelasi serial menghasilkan koefisien 0,534, lebih tinggi daripada r tabel (0,354 pada taraf 1%), yang menunjukkan adanya hubungan signifikan antara pemahaman hukum bacaan dan keterampilan membaca. Kontribusi pemahaman hukum bacaan terhadap kemampuan membaca siswa mencapai 28,51%. Dengan demikian, metode pembelajaran berbasis praktik yang dipadukan dengan media audiovisual terbukti efektif dalam meningkatkan pemahaman tajwid dan kemampuan membaca Al-Qur’an siswa. A solid understanding of the recitation rules of Alif Lam Syamsiyah and Alif Lam Qamariyah by students is crucial for improving their Qur’anic reading skills. However, many students still face difficulties in identifying and applying these rules. This study aimed to enhance students’ understanding of the recitation rules of Alif Lam Syamsiyah and Alif Lam Qamariyah through the implementation of practice-based learning methods combined with audiovisual media. The research employed a Classroom Action Research (CAR) design conducted in two cycles, involving seven seventh-grade students at SMP Negeri 3 Kaway XVI, West Aceh Regency. Data were collected through written tests, Qur’anic reading practice tests, and student engagement observations. The results revealed a significant improvement in understanding. In the pre-cycle, only five students scored ≥80; in the first cycle, all students achieved scores ≥80 with an average of 90.48; while in the second cycle, all students scored above 90 with an average of 98.09. Serial correlation analysis yielded a coefficient of 0.534, exceeding the r-table value (0.354 at the 1% level), indicating a significant relationship between rule comprehension and reading skills. The contribution of recitation rule comprehension to students’ reading ability reached 28.51%. Thus, practice-based learning methods integrated with audiovisual media proved effective in enhancing students’ tajweed understanding and Qur’anic reading skills.
English as an International Language: Issues and Implications Jack C. Richards
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.965

Abstract

This paper explores the complexities and implications of English as an International Language (EIL), emphasizing its evolving role beyond native-speaker contexts and its significance within language education. Drawing on frameworks such as Kachru’s three-circle model and concepts of World Englishes, it examines how English functions differently across inner, outer, and expanding circle countries. The article investigates issues surrounding dialects, varieties, standards, and the impact of globalization on English usage and teaching. It highlights the need for intercultural competence and critically examines traditional pedagogical norms that prioritize native-speaker models. Ultimately, it argues for a paradigm shift in English language pedagogy toward recognizing localized, pluralistic forms of English and promoting communicative competence over native-like accuracy. These insights have profound implications for curriculum design, teacher education, and instructional materials in global English language teaching.
A Study on the Current Status of Psychological Counseling Services for High School Students in an Giang Province, Vietnam Nguyen Bach Thang
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.967

Abstract

Based on surveys, field observations, and an analysis of the current situation, the author identified fundamental factors affecting psychological counseling activities for high school students in An Giang Province, Vietnam. This serves as a basis for school principals in An Giang Province to develop and implement solutions to improve the quality of psychological counseling services for students. This effort contributes to building a friendly school environment, fostering active students, developing comprehensive learning and life skills, and nurturing well-rounded personalities. It creates a healthy pedagogical environment where students can showcase their positive qualities in their academic pursuits.
Retrospective and New Theoretical Proposals on Peace Education Elena Anatolievna Zhizhko; Gali-Aleksandra Beltrán; Martín Beltrán-Saucedo
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.972

Abstract

The goal of this documentary-bibliographic research, the results of which we present in this article, was to outline the general panorama of the evolution of the epistemological and institutional foundations of the culture of peace and its promotion through education. The authors found that, since the 1940s, the construction of a culture of peace has been a priority on the agenda of international and national governing bodies concerned with human development. Education emerges as the key factor in building harmonious human relationships based on the principles of peace, tolerance, and respect for the Other. Yet the educational models that have operated until now are insufficient to meet the demands of 21st-century individuals, who must navigate increasingly complex realities. Achieving a culture of peace through education is possible only by establishing a new type of pedagogy, complexity education, that enables students to understand the perplexities and fluctuations of the present moment. This model should foster intellectual curiosity and analytical intelligence; the capacity to generate non-standardized solutions and alternative approaches to problems; the ability to listen to and assimilate the discourse of others, re-examine one’s own perspectives, overcome prejudice, and cultivate empathy.
Literacy Champions: Lived Experiences of PhD Reading Scholars in the LiSQuP Program Jeremiah Paul Manuel; Marnelli Bautista-Tolentino; Trixie Fabian Samson
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.974

Abstract

This study was conducted to examine the lived experiences of the reading scholars in the LiSQuP program, engaging the stories of the scholars in their coursework. It utilized a phenomenological approach, capturing the authentic narratives of the participants, students of the reading program in the LiSQuP mechanism, and abstracting codes and themes from their responses. The findings of the study included four themes: LiSQuP’s Demanding Standards, Academic and Personal Milestones in the LiSQuP Scholar Experience, Advancing Core Literacy Skills through LiSQuP Scholarship, and Innovative Literacy Strategies and Leadership in Reading Education. This study contributes to the discussions in different fields and trends, opening channels of discussion and explorations in the areas of professional development, scholarship of teaching, reading specialization, literacy approaches, and studies on LiSQuP scholarship. This material provides different trajectories of research opportunities in these fields, culling in related disciplines in the construction of more knowledge.
Mathematical Connection Ability of Junior High School Students in Solving Story Problems on Probability Annisa Fachraini Siregar; Maydiyanti Putri; Naufal Hilmiy; Aminda Salsabillah; Suripah Suripah
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.986

Abstract

This study aims to describe the mathematical connection abilities of ninth-grade junior high school students in solving story problems on probability. The aspects examined include connections among mathematical concepts, links to other disciplines, and relevance to daily life. A descriptive qualitative approach was applied to 22 students at a junior high school located in Tapung Hilir District. Data were collected through essay-based tests and semi-structured interviews, with three students selected to represent high, medium, and low levels of mathematical connection ability. Results showed that 9 students were categorized as high, 9 students as medium, and 4 students as low. Students in the high category demonstrated a strong conceptual understanding, although they lacked systematic problem-solving strategies. Medium-level students showed comprehension yet required guidance. Low-level students struggled to interpret story problems and relate them to probability concepts. These findings emphasize the need for contextual learning and structured practice to enhance students’ mathematical connection abilities.
Peningkatan Keaktifan Bertanya Siswa melalui Strategi Apresiasi dan Penguatan Positif dalam Pembelajaran Aqidah Akhlak Sahab Sahab; Rani Rani; Surani Surani; Warid Warid; Nurul Nurul; Fadlun Fadlun
Journal of Pedagogical and Teacher Professional Development Vol. 2 No. 2 (2026): Journal of Pedagogical and Teacher Professional Development, January 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v2i2.992

Abstract

Penelitian ini bertujuan meningkatkan keaktifan bertanya siswa melalui penerapan strategi apresiasi dan penguatan positif dalam pembelajaran aqidah akhlak di kelas VIII MTs Ma’arif V Suwari, Kecamatan Sangkapura, Kabupaten Gresik. Penelitian menggunakan metode penelitian tindakan kelas dengan observasi pra siklus dan siklus yang meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Hasil observasi awal menunjukkan bahwa keaktifan bertanya siswa masih sangat rendah. Setelah penerapan strategi apresiasi berupa pujian verbal, penghargaan simbolik, dan hadiah sederhana, terjadi peningkatan signifikan. Persentase siswa yang aktif bertanya naik dari 7% pada pra-tindakan menjadi 17,5% setelah tindakan. Siswa yang bertanya untuk memperjelas materi meningkat dari 14% menjadi 28%, sedangkan siswa yang menanggapi pertanyaan guru bertambah dari 3,5% menjadi 21%. Temuan ini menunjukkan bahwa strategi apresiasi dan penguatan positif tidak hanya meningkatkan frekuensi pertanyaan siswa, tetapi juga menumbuhkan rasa percaya diri dan motivasi untuk lebih aktif dalam pembelajaran. Pendekatan ini sejalan dengan prinsip behavioristik dan pembelajaran berpusat pada siswa yang menekankan pentingnya penguatan positif dalam membentuk perilaku belajar aktif. This study aims to enhance students’ questioning activity through the implementation of appreciation and positive reinforcement strategies in Aqidah akhlak learning for eighth-grade students at MTs Ma’arif V Suwari, Sangkapura, Gresik. The research employed Classroom Action Research (CAR) with one cycle consisting of planning, implementation, observation, and reflection stages. Initial observations revealed that students’ questioning activity was very low. After applying appreciation strategies such as verbal praise, symbolic awards, and simple rewards, a significant improvement was observed. The percentage of students actively asking questions increased from 7% in the pre-action stage to 17.5% after the intervention. Students who asked questions to clarify the material rose from 14% to 28%, while those responding to teachers’ questions increased from 3.5% to 21%. These findings indicate that appreciation and positive reinforcement strategies not only improved the frequency of student questions but also fostered self-confidence and motivation to be more active in learning. This approach aligns with behaviorist principles and student-centered learning, which emphasize the importance of positive reinforcement in shaping active learning behavior.
Penerapan Metode Storytelling berbantuan LKPD untuk Meningkatkan Hasil Belajar Materi Puasa Sunah dan Aktivitas Belajar Lukman Hakim; Abd. Muhith; Ahmad Afandi
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.81

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar dan aktivitas belajar peserta didik pada materi Puasa Sunah melalui penerapan metode storytelling. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan subjek penelitian sebanyak 15 peserta didik kelas VI SD Negeri 1 Perante Tahun Pelajaran 2024/2025. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data penelitian dikumpulkan melalui tes, observasi, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan metode storytelling berbantuan LKPD mampu meningkatkan hasil belajar dan aktivitas belajar peserta didik. Pada siklus I, nilai rata-rata hasil belajar sebesar 59,53 dengan persentase ketuntasan belajar 40%, sedangkan aktivitas belajar peserta didik mencapai 63,7%. Setelah dilakukan perbaikan tindakan pada siklus II melalui penyajian cerita yang lebih interaktif, diskusi kelompok, presentasi hasil diskusi, penyusunan kliping, dan pemberian penguatan, nilai rata-rata hasil belajar meningkat menjadi 78,47 dengan persentase ketuntasan belajar sebesar 80%. Aktivitas belajar peserta didik juga meningkat menjadi 84,4%. Hasil tersebut menunjukkan bahwa metode storytelling berbantuan LKPD mampu menciptakan pembelajaran yang lebih aktif, menarik, dan bermakna sehingga berkontribusi terhadap peningkatan hasil belajar serta aktivitas belajar peserta didik pada materi Puasa Sunah. Dengan demikian, metode storytelling berbantuan LKPD dapat dijadikan sebagai salah satu alternatif strategi pembelajaran Pendidikan Agama Islam di sekolah dasar. This study aimed to improve students' learning outcomes and learning activities on the topic of voluntary fasting (Puasa Sunah) through the implementation of the worksheet assisted storytelling method. This study employed Classroom Action Research (CAR) involving 15 sixth-grade students of SD Negeri 1 Perante during the 2024/2025 academic year. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection. Data were collected through achievement tests, classroom observations, and documentation, and were analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of the worksheet assisted storytelling method successfully improved both students' learning outcomes and learning activities. In Cycle I, the average learning achievement score was 59.53 with a learning mastery percentage of 40%, while students' learning activity reached 63.7%. After improvements were implemented in Cycle II through more interactive storytelling, group discussions, presentations, clipping projects, and teacher reinforcement, the average learning achievement increased to 78.47 with a learning mastery percentage of 80%. Students' learning activity also improved to 84.4%. These findings indicate that the worksheet assisted storytelling method creates a more active, engaging, and meaningful learning environment, thereby improving students' learning outcomes and classroom participation in Islamic Religious Education. Therefore, worksheet assisted storytelling can be considered an effective alternative instructional strategy for teaching Islamic Religious Education at the elementary school level.
Penerapan Media Pembelajaran Game Edukasi untuk Meningkatkan Hasil Belajar Kognitif Peserta Didik Moh. Zakariya; Akhsin Ridho; Tohari Tohari
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.118

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam (PAI) melalui penerapan media pembelajaran game edukasi. Penelitian dilatarbelakangi oleh rendahnya hasil belajar peserta didik kelas VI SD Negeri 2 Mimbaan yang ditunjukkan oleh rendahnya rata-rata nilai kelas dan persentase ketuntasan belajar sebelum tindakan dilaksanakan. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 21 peserta didik kelas VI SD Negeri 2 Mimbaan Tahun Pelajaran 2024/2025. Teknik pengumpulan data meliputi observasi, tes hasil belajar, wawancara, dan dokumentasi. Data dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan media pembelajaran game edukasi mampu meningkatkan hasil belajar peserta didik. Nilai rata-rata kelas meningkat dari 52 pada tahap pra-siklus menjadi 68 pada Siklus I dan meningkat kembali menjadi 83 pada Siklus II. Persentase ketuntasan belajar juga mengalami peningkatan dari 14,29% pada pra-siklus menjadi 52,38% pada Siklus I, kemudian mencapai 95,24% pada Siklus II. Hasil tersebut menunjukkan bahwa indikator keberhasilan penelitian telah tercapai, yaitu lebih dari 75% peserta didik mencapai Kriteria Ketuntasan Minimal (KKM). Dengan demikian, media pembelajaran game edukasi efektif digunakan untuk meningkatkan hasil belajar Pendidikan Agama Islam pada peserta didik sekolah dasar. This study aimed to improve students' learning outcomes in Islamic Religious Education (PAI) through the implementation of educational game-based learning media. The study was motivated by the low learning outcomes of sixth-grade students at SD Negeri 2 Mimbaan, as reflected in the low average scores and learning mastery prior to the intervention. This study employed Classroom Action Research (CAR) consisting of two cycles. Each cycle included planning, action, observation, and reflection stages. The participants were 21 sixth-grade students of SD Negeri 2 Mimbaan in the 2024/2025 academic year. Data were collected through classroom observations, learning achievement tests, interviews, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of educational game-based learning media successfully improved students' learning outcomes. The class average score increased from 52 in the pre-cycle to 68 in Cycle I and further improved to 83 in Cycle II. Learning mastery also increased significantly from 14.29% in the pre-cycle to 52.38% in Cycle I and reached 95.24% in Cycle II. These findings indicate that the success criterion of at least 75% of students achieving the Minimum Mastery Criterion (KKM) was successfully attained. Therefore, educational game-based learning media can be considered an effective instructional alternative for improving students' learning outcomes in Islamic Religious Education at the elementary school level.
Penerapan Model Problem Based Learning untuk Meningkatkan Hasil Belajar pada Materi Menyambut Usia Baligh Dede Pauzah; Fathiyaturrahmah Fathiyaturrahmah; Beni Amirul Mu’minin
Journal of Pedagogical and Teacher Professional Development Vol. 3 No. 1 (2026): Journal of Pedagogical and Teacher Professional Development, July 2026
Publisher : Fakultas Tarbiyah Ilmu Keguruan Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jptpd.v3i1.120

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti (PAI dan BP) materi Menyambut Usia Baligh. Berdasarkan hasil observasi awal, pembelajaran masih didominasi metode konvensional sehingga peserta didik kurang aktif dalam membangun pengetahuannya. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik melalui penerapan model Problem Based Learning (PBL). Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) dengan model Kemmis & McTaggart yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 25 peserta didik kelas IV SDN 1 Sukasari Tahun Pelajaran 2024/2025. Data dikumpulkan melalui tes hasil belajar dan observasi aktivitas guru serta peserta didik, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan model PBL mampu meningkatkan hasil belajar peserta didik. Nilai rata-rata kelas meningkat dari 57 pada pra siklus menjadi 74 pada siklus I, kemudian meningkat menjadi 89 pada siklus II. Persentase ketuntasan belajar klasikal juga mengalami peningkatan dari 36% pada pra siklus menjadi 60% pada siklus I, dan mencapai 84% pada siklus II sehingga telah melampaui indikator keberhasilan penelitian sebesar 80%. Dengan demikian, penerapan model Problem Based Learning terbukti mampu meningkatkan hasil belajar peserta didik pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti materi Menyambut Usia Baligh di kelas IV SDN 1 Sukasari. This study was motivated by the low learning outcomes of fourth-grade students in Islamic Religious Education and Character Education (PAI and BP) on the topic of Welcoming Puberty. Preliminary observations indicated that classroom instruction was still dominated by conventional teaching methods, resulting in limited student participation in constructing their own knowledge. This study aimed to improve students' learning outcomes through the implementation of the Problem-Based Learning (PBL) model. The research employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, consisting of two cycles, with each cycle including the stages of planning, action, observation, and reflection. The participants were 25 fourth-grade students of SDN 1 Sukasari during the 2024/2025 academic year. Data were collected through learning achievement tests and observations of teacher and student activities and were analyzed using descriptive quantitative and qualitative techniques. The findings revealed that the implementation of the PBL model successfully improved students' learning outcomes. The class average score increased from 57 in the pre-cycle to 74 in Cycle I and further improved to 89 in Cycle II. Likewise, classical learning mastery increased from 36% in the pre-cycle to 60% in Cycle I and reached 84% in Cycle II, exceeding the predetermined success criterion of 80%. Therefore, the Problem-Based Learning model proved effective in improving students' learning outcomes in Islamic Religious Education and Character Education on the topic of Welcoming Puberty for fourth-grade students at SDN 1 Sukasari.

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